1. Health and Special Education Technology in
Caroline Huber and Madison Hailand
Caroline Huber and Madison Hailand

2. NASPE Standards for Health Education
Students will comprehend concepts related to health promotion and disease prevention
Students will demonstrate the ability to access valid health information and health-promoting products and services
Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks
Students will analyze the influence of culture, media, technology, and other factors on health
Students will demonstrate the ability to use interpersonal communication skills to enhance personal health
Students will demonstrate the ability to use goal-setting and decision making skills to enhance health
Students will demonstrate the ability to advocate for personal, family, and community health
Caroline Huber and Madison Hailand

3. Technology Integration Strategies for Health Education
Supporting Improved Fitness
Helping Students Assess and Enhance Personal Health
Helping Students Obtain Valid Health Information
Influencing Health Behaviors
Supporting Interdisciplinary Instruction
Caroline Huber and Madison Hailand

4. Treadmills, stair steppers, and stationary bikes Heart Monitors
Supporting Improved Fitness
BENEFITS
Devices help analyze, monitor, and improve fitness
Displaying students’ data on the Internet allows competition between students across the country
Devices help monitor heart rate as students work toward fitness goals
Helps students develop and track their fitness goals and plan
Sample Resources and Activities
Treadmills, stair steppers, and stationary bikes
Heart Monitors
Electronic portfolios and spreadsheet software
Caroline Huber and Madison Hailand

5. Sample Resources and Activities
Helping Students Assess and Enhance Personal Health
Benefits
Guides students through the process of making changes to enhance their health
Sample Resources and Activities
Nutritional Analysis Programs
Risk Assessment Programs
Caroline Huber and Madison Hailand

6. Helping Students Obtain Valid Health Information
Benefits
Provides current information for researching health topics
Sample Resources and Activities
Internet Sites: Web MD
Software: My Amazing Human Body
Caroline Huber and Madison Hailand

7. Influencing Health Behaviors
Benefits
Webquests allow students to collaborate on health-related issues
Presents health issues in “real-life” settings to foster decision-making and critical thinking skills
Sample Resources and Activities
Internet webquest sites
Video-based Simulations
Caroline Huber and Madison Hailand

8. Supporting Interdisciplinary Instruction
Benefits
Shows relationships between physical education/health-related topics and other subject areas
Caroline Huber and Madison Hailand

9. Top Ten Websites for Health Education
American Alliance for Health, Physical Education, Recreation, and Dance
American School Health Association
Centers for Disease Control and Prevention
Go Ask Alice
Kids Health
Health Teacher
University of Alberta Health Centre Health Information Page
Science of Sport
P.E. Links 4U
Using Technology in Physical Education Newsletter
Caroline Huber and Madison Hailand

10. The New Food Pyramid: “Steps to a Healthier You”
Personalization is shown by the person on the steps. “One size doesn’t fit all”
Proportionality is shown by the different widths of the food group bands.
Activity is represented by the steps and the person climbing them as a reminder of the importance of daily physical activity
Variety is symbolized by the 6 color bands.
Moderation is represented by the narrowing of each food group from bottom to top.
Caroline Huber and Madison Hailand

11. Caroline Huber and Madison Hailand
Introduction
To be successful in the classroom, young children with disabilities will require modifications or additional support. Sometimes these modifications and supports are referred to as supplementary aids and services. These aids are a variety of assistive technology devices that compensate for the disability and allow the child to be successful in the educational setting (Parette, Murdick, 1).
Caroline Huber and Madison Hailand

12. Individuals with Disabilities Education Act (IDEA)
The IDEA defined an assistive technology device as, “any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” This broad definition establishes that virtually any tool used on a daily basis has the potential to increase the functional abilities of children with disabilities (Nalty &Kochany, 1991).
Caroline Huber and Madison Hailand

13. Top 10 strategies for technology in Special Education.
Use alternative keyboard: Students with limited manual dexterity need alternatives to the standard keyboard that let them use the computer independently.
Use joysticks or switches instead of keyboards: Students with severe physical disabilities need ways other than a keyboard to get input to the computer.
Use text-to-speech products: These devices and materials assist students who have difficulty speaking.
Provide a range of tools to support student writers: Some students need simplified word processing tools or specialized work prediction word processors.
Use digital cameras to capture images of objects and environments: Students with cognitive disabilities sometimes need concrete examples as cues and prompts for learning.
Caroline Huber and Madison Hailand

14. Top 10 strategies for technology in Special Education.
Use voice recognition software: Students who are unable to write by hand, who have illegible handwriting, or find handwriting extremely tedious can use specific software to create text from their speech.
Use talking word processors: These provide speech synthesis that allow students to hear what they have written.
Use specialized calculators: These handheld devices help students learn numerical concepts like making change.
Use text-to-speech readers: Students with visual disabilities can use these to have text read to them for a computer screen
Use optical character recognition (OCR) software or CCTV: These strategies help enlarge text for students who are partially sighted.
Caroline Huber and Madison Hailand

15. Matching Technology Resources to the Needs of At-Risk Students.
Learning Difficulties
Strategies
Difficulty remembering things to do, sequence of tasks.
Provide a reminder service
Use a specialized prompting device: Job Coach at
Inability to read and comprehend at grade level.
Provide digital text in a text-to-speech program: ReadPlease at
Provide instructional materials with multiple levels:
Difficulties in written expression.
Use a predictive word processor; e.g., Co: Writer ( or WordQ (
Offer support for dictation:
Caroline Huber and Madison Hailand

16. Matching Technology Resources to the Needs of At-Risk Students.
Difficulties in math computations and concepts.
Use online calculators: WebMath at
Use teaching tools such as Virtual Math Manipulative at
Lack of motivation to engage in school work.
Shift power and control for the student to take responsibility; e.g., clipping services like crayon ( to create their own newspaper or My. Yahoo ( to manage a personal calendar and to-do list.
Use trackStar ( to organize engaging instructional activities that parallet the curriculum.
Caroline Huber and Madison Hailand

17. Summary of Technology Integration Strategies for Special Education
Target Groups
Sample Technology Integration Strategies
Students with mild and moderate to severe disabilities
Individuals with mild cognitive disabilities:
Reading: Use reading skill software, text-to-text speech products, interactive storybooks.
Writing: Use voice recognition software and word prediction software.
Math: Use graphing software, drills, games, and tutorials.
Individuals with moderate to severe cognitive disabilities:
Software helps teach/reinforce functional skills
Videos enhance learning, maintenance, and transfer of functional and community-based behaviors.
Caroline Huber and Madison Hailand

18. Summary of Technology Integration Strategies for Special Education
Students with physical disabilities
Provide alternative methods of accessing keyboard, mouse, and/or monitor.
Determine the best placement of adaptive technologies and provide training to ensure the student is able to operate it independently.
Monitor function to ensure maximum level of participation is obtained without excessive physical demands.
Students with sensory disabilities
For individuals who are blind:
Use canes and sensor technologies to assist movement.
Use text-to-brail converters.
Use screenreaders.
For individuals who are hearing impaired:
Use FM amplification systems (assistive listening devices).
Caroline Huber and Madison Hailand

19. Caroline Huber and Madison Hailand
References
Robyler, M.D. (2006). Integrating Educational Technology into Teaching (4th ed., chap. 14). Upper Saddle River, NJ: Merrill Prentice Hall.
(1994). MyPyramid. Retrieved November 7, 2006, from Mypyramid.gov Web site:
Robyler, M.D. (2006). Integrating Educational Technology into Teaching (4th ed, chap. 15). Upper Saddle River, NJ: Merrill Prentice Hall.
Caroline Huber and Madison Hailand